Research Article
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Fransızca Yazma Becerisi ve Kültür Öğretiminde ChatGPT Kullanımı: Öğrenci Görüşleri

Year 2025, Volume: 13 Issue: 1, 94 - 119, 30.03.2025

Kübra Zenginaloğlu , Nurten Özçelik

https://doi.org/10.71084/ijlet.1620923

Abstract

Bu çalışmanın amacı yapay zekâ destekli etkinliklerin yabancı dil Fransızca yazma becerisini geliştirme ve kültür öğretimi kapsamında kullanılmasına ilişkin öğrencilerin görüşlerini belirlemektir. Çalışmada nitel araştırma yöntemine başvurulmuş ve veriler araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu ile elde edilmiştir. Nitel verilerin analizinde içerik analizi tekniği Maxqda programı aracılığıyla uygulanmıştır. Çalışma 7 hafta boyunca 20 Fransızca hazırlık sınıfı öğrencisi ile sınıfta ChatGPT destekli kültürel konularda yazma etkinlikleri yapılarak gerçekleştirilmiştir. Daha sonra öğrenciler arasından gönüllü olarak görüşmeye katılan 9 öğrenci ile yarı yapılandırılmış görüşmeler yapılmıştır. Öğrencilerin yapay zekâ aracı ChatGPT destekli etkinliklerin Fransızca yazma becerisini geliştirme ve kültür öğretiminde kullanımına ilişkin oldukça olumlu görüşler belirttikleri görülmüştür. Öğrenciler yapay zekâ aracı ChatGPT’nin kullanımının araştırma yapma becerisini geliştirdiğini, öğrenmenin kalıcılığını artırdığını, kelime öğrenimini desteklediğini, okuduğunu anlama becerisini ve yazma becerisini güçlendirdiğini, yaratıcı düşünmeyi desteklediğini, kültür öğretimine yardımcı ve eğlenceli olduğunu ve özgürlük sağladığını belirtmişlerdir. Ayrıca öğrenciler yapay zekâ destekli etkinliklerin avantajlarının yanı sıra yapay zekâ ile üretilen bilgilerin güvenirlik sorunu olması gibi dezavantajlarının bulunduğunu ve kültür öğretiminde yardımcı kaynak olarak kullanılabileceğini ancak bazı noktalarda ek araştırma yapılarak bilgi teyidi gerektirdiğini ifade etmişlerdir.

Keywords

ChatGPT Fransızca Yazma Becerisi Kültür Öğretimi Öğrenci Görüşleri

Supporting Institution

Yok

References

  • Adıguzel, T., Kaya, M. H., & Cansu, F. K. (2023). Revolutionizing education with AI: Exploring the transformative potential of ChatGPT. Contemporary Educational Technology, 15(3), ep429
  • Alyılmaz, S., & Şengül, K. (2018). Yabancı dil olarak Türkçe öğretiminde dil öğrenme stratejilerine dayalı etkinliklerin dilbilgisine yönelik başarıya ve kalıcılığa etkisi. Dil Dergisi, 169(1), 67-110.
  • Barkaoui, K. (2007). Teaching writing to second language learners: Insights from theory and research. TESL reporter, 40, 14-14.
  • Bozkurt, A., & Sharma, R. (2024). Are we facing an algorithmic renaissance or apocalypse? Generative AI, ChatBots, and emerging human-machine interaction in the educational landscape. Asian Journal of Distance Education, 19(1), 1-12.
  • Brown, A. (2020). Usability issues in educational technology: The role of user experience in learning environments. Computers & Education, 153, 103902. https://doi.org/10.1016/j.compedu.2020.103902
  • Brown, P. (2020). The impact of technology on language learning. Educational Technology & Society, 23(4), 56-68.
  • Byram, M., & Zarate, G. (1997). The sociocultural dimension of language learning and teaching. Council of Europe Publishing.
  • Carr, N. (2010). The shallows: What the internet is doing to our brains. W. W. Norton & Company.
  • Chen, L., Wang, Y., & Zhang, X. (2020). Digital pedagogies in second language education: The role of AI chatbots. Journal of Modern Linguistics, 45(2), 99-123.
  • Chen, X., & Wang, Y. (2022). Preparing students for digital writing tasks with AI support. Educational Psychology, 43(6), 785-802. https://doi.org/10.1080/01443410.2022.1934541.
  • Chuah, F., & Kabilan, M. K. (2021). Exploring user perceptions of digital tools in language learning. International Journal of Language Education, 5(4), 356-372.
  • Çifçi, M. (2006). Türkçe öğretiminin sorunları. Türkçenin çağdaş sorunları içinde (77-134). Ankara: Gazi.
  • Deveci Topal, M., Uğur, T., & Özdemir, S. (2021). The impact of chatbot-based teaching methods on EFL learners’ engagement. International Journal of Educational Technology, 7(4), 34-56. https://doi.org/10.1177/2381337721345678
  • Dewaele, J.-M., & MacIntyre, P. D. (2014). The role of emotion in language learning. Language Teaching, 47(1), 1-13. https://doi.org/10.1017/S0261444813000048
  • Dogan, M. E., Goru Dogan, T., & Bozkurt, A. (2023). The use of artificial intelligence (AI) in online learning and distance education processes: A systematic review of empirical studies. Applied Sciences, 13(5), 3056.
  • Essel, H. B., Osei-Poku, M., & Asante, E. K. (2022). Chatbots as instructional tools in language classrooms: Teacher and student perceptions. Educational Studies, 48(6), 1035-1050. https://doi.org/10.1080/03055698.2021.1957769
  • Fauzi, F., Tuhuteru, L., Sampe, F., Ausat, A. M. A., & Hatta, H. R. (2023). Analysing the role of ChatGPT in improving student productivity in higher education. Journal on Education, 5(4), 14886 14891.
  • Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2023). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 1-15.
  • Fischer, T., & Yang, S. (2023). Enhancing writing skills with AI-based tools: A case study. Journal of Language Learning Technologies, 15(3), 67-89. https://doi.org/10.1177/1461444823123456
  • Fryer, L. K., & Carpenter, R. (2006). Student motivation and learning strategies in foreign language classrooms. Language Teaching Research, 10(1), 15-35. https://doi.org/10.1191/1362168806lr182oa
  • Gao, F., & Li, Y. (2023). Cultural awareness through digital tools: A critical perspective. International Journal of Intercultural Relations, 90, 123-138. https://doi.org/10.1016/j.ijintrel.2023.102859
  • Hwang, G.J., & Chang, C.Y. (2021): A review of opportunities and challenges of chatbots ın education. Interactive Learning Environments, 31(7) s.1-14.
  • İlter, B. G. (2014). Yabanci Dil Öğretiminde Yazma Becerisi Nasıl Geliştirilebilir?. Dil Dergisi, 163, 36-45
  • Jeon, H. (2022). Machine translation tools in the language classroom: Benefits and limitations. Journal of Educational Technology Systems, 51(1), 27-45. https://doi.org/10.1177/0047239521100103
  • Kandpal, V., Sharma, N., & Roy, P. (2022). Conversational AI in education: A new era of learning. Journal of Innovative Teaching, 13(1), 45-60. https://doi.org/10.1093/jinnov/jiac022
  • Kooli, C. (2023). Chatbots in education and research: A critical examination of ethical implications and solutions. Sustainability, 15(7), 5614.
  • Kumar, V., & Shah, P. (2023). Enhancing creativity through AI: A paradox? Journal of Educational Psychology, 115(2), 189-205. https://doi.org/10.1037/edu0000712
  • Lee, S. (2024). Motivational affordances of AI-based tools in language education. Applied Linguistics, 45(1), 1-23. https://doi.org/10.1093/applin/amab056
  • Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), 410.
  • Mercer, S. (2019). Teacher-student interaction and motivation in language learning. TESOL Quarterly, 53(4), 1008-1027. https://doi.org/10.1002/tesq.515
  • Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks.
  • Nunan, D. (2003). Practical english language teaching.
  • Özçelik, N., (2006). Analyse des difficultés de I`écrit chez les apprenants universitaires turcs, Doktora tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara
  • Özçelik, N., (2020). Yabancı Dil Öğretimi/Öğreniminde Yazma Becerisi Edinimi. Current Debates on Social Sciences 5 Human Studies (pp.84-92), Ankara: Bilgin Kültür Sanat Yayınları.
  • Othmane, M. (2024). Artifical Intelligence in Algerian Higher Education: A Critical Examination of Benefits and Risks for Students, Professors, and Institutions. Aleph, 11(5), 555-570.
  • Ökten, C. E. & Kavanoz, S. (2014). Yabancı Dil Olarak Türkçe Öğretimini Hedefleyen Ders Kitaplarında Kültür Aktarımı, Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic Volume, 9 (3), p. 845-862
  • Patton, M. Q. (1987). How to use qualitative methods in evaluation. Saint Paul.
  • Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative social work, 1(3), 261-283.
  • Pedro, F., Subosa, M., Rivas, A., & Valverde, P. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development. UNESCO.
  • Rosenthal, S. B., & Goldstein, L. H. (2023). The impact of AI tools on student motivation and confidence. Journal of Language Learning, 57(2), 125-140. https://doi.org/10.1111/lang.2023.5678
  • Rosenblatt, K. (2023). ChatGPT banned from New York City public schools’ devices and networks. NBC News.
  • Runco, M. A. (2022). Creativity and artificial intelligence: Challenges and opportunities. Journal of Creative Behavior, 56(3), 645-660. https://doi.org/10.1002/jocb.546
  • Sarıgül, K. (2022). Yabancı Dil Olarak Türkçe Öğretiminde ve Öğreniminde Kullanılabilecek Yapay Zekâ Uygulamaları. Türk Dili ve Kültür Araştırmaları, 104.
  • Serdaroğlu, İ. (2019). Fransızca öğretiminde öğrencilerin yazılı anlatım becerilerinde yaşadıkları sorunlar, Yüksek Lisans tezi, Marmara Üniversitesi, İstanbul.
  • Shin, J., Park, Y., & Kim, H. (2021). Enhancing user experience in educational apps. User Experience Journal, 9(3), 201-215.
  • Shoufan, A. (2023). Exploring Students’ Perceptions of CHATGPT: Thematic Analysis and Follow-Up Survey. IEEE Access.
  • Tang, K. Y., Chang, C. Y., ve Hwang, G. J. (2023). Trends in Artificial İntelligence-Supported E-Learning: A Systematic Review and Co-Citation Network Analysis (1998–2019). Interactive Learning Environments, 31(4), 2134-2152.
  • Vazquez Cano, E., Lopez Meneses, E., & Tejedor, F. J. (2021). Chatbots and educational innovation: A systematic review. Computers in Human Behavior, 125, 106942. https://doi.org/10.1016/j.chb.2021.106942
  • Zhang, K., & Aslan, A. B. (2021). AI technologies for education: Recent research & future directions. Computers and Education: Artificial Intelligence, 2, 100025.
  • Zhu, H., Li, Y., & Wu, C. (2022). Artificial intelligence in language education: Opportunities and challenges. Educational Technology Research and Development, 70(1), 25-45.
  • Zileli, E. N. (2023). Yabancı Dil Olarak Türkçe Öğreniminde Chatgpt Örneği. Uluslararası Karamanoğlu Mehmetbey Eğitim Araştırmaları Dergisi, 5(1), 42-51.

Using ChatGPT in Teaching French Writing Skills and Culture: Student Opinions

Year 2025, Volume: 13 Issue: 1, 94 - 119, 30.03.2025

Kübra Zenginaloğlu , Nurten Özçelik

https://doi.org/10.71084/ijlet.1620923

Abstract

This study aims to explore students' perspectives on the use of AI-supported activities in improving writing skills in French as a foreign language and teaching culture. The research follows a qualitative method, with data collected through a semi-structured interview form created by the researcher. The content analysis of the data was conducted using the Maxqda program. Over a 7-week period, 20 French preparatory class students participated in ChatGPT-supported writing activities focusing on cultural topics. Subsequently, semi-structured interviews were held with 9 volunteer students. The findings revealed that students held highly positive views on using ChatGPT to enhance their French writing and cultural learning. They highlighted that ChatGPT improves research skills, strengthens vocabulary acquisition, enhances reading comprehension and writing abilities, supports creative thinking, makes learning more engaging, and offers freedom in the learning process. Moreover, students noted that it aids in teaching cultural aspects. However, they also expressed concerns about the reliability of AI-generated information, emphasizing the need for additional research and verification. Students suggested that ChatGPT could serve as a helpful supplementary tool but should be used carefully in cultural education.

Keywords

ChatGPT French Writing Skills Culture Education Student Opinions

References

  • Adıguzel, T., Kaya, M. H., & Cansu, F. K. (2023). Revolutionizing education with AI: Exploring the transformative potential of ChatGPT. Contemporary Educational Technology, 15(3), ep429
  • Alyılmaz, S., & Şengül, K. (2018). Yabancı dil olarak Türkçe öğretiminde dil öğrenme stratejilerine dayalı etkinliklerin dilbilgisine yönelik başarıya ve kalıcılığa etkisi. Dil Dergisi, 169(1), 67-110.
  • Barkaoui, K. (2007). Teaching writing to second language learners: Insights from theory and research. TESL reporter, 40, 14-14.
  • Bozkurt, A., & Sharma, R. (2024). Are we facing an algorithmic renaissance or apocalypse? Generative AI, ChatBots, and emerging human-machine interaction in the educational landscape. Asian Journal of Distance Education, 19(1), 1-12.
  • Brown, A. (2020). Usability issues in educational technology: The role of user experience in learning environments. Computers & Education, 153, 103902. https://doi.org/10.1016/j.compedu.2020.103902
  • Brown, P. (2020). The impact of technology on language learning. Educational Technology & Society, 23(4), 56-68.
  • Byram, M., & Zarate, G. (1997). The sociocultural dimension of language learning and teaching. Council of Europe Publishing.
  • Carr, N. (2010). The shallows: What the internet is doing to our brains. W. W. Norton & Company.
  • Chen, L., Wang, Y., & Zhang, X. (2020). Digital pedagogies in second language education: The role of AI chatbots. Journal of Modern Linguistics, 45(2), 99-123.
  • Chen, X., & Wang, Y. (2022). Preparing students for digital writing tasks with AI support. Educational Psychology, 43(6), 785-802. https://doi.org/10.1080/01443410.2022.1934541.
  • Chuah, F., & Kabilan, M. K. (2021). Exploring user perceptions of digital tools in language learning. International Journal of Language Education, 5(4), 356-372.
  • Çifçi, M. (2006). Türkçe öğretiminin sorunları. Türkçenin çağdaş sorunları içinde (77-134). Ankara: Gazi.
  • Deveci Topal, M., Uğur, T., & Özdemir, S. (2021). The impact of chatbot-based teaching methods on EFL learners’ engagement. International Journal of Educational Technology, 7(4), 34-56. https://doi.org/10.1177/2381337721345678
  • Dewaele, J.-M., & MacIntyre, P. D. (2014). The role of emotion in language learning. Language Teaching, 47(1), 1-13. https://doi.org/10.1017/S0261444813000048
  • Dogan, M. E., Goru Dogan, T., & Bozkurt, A. (2023). The use of artificial intelligence (AI) in online learning and distance education processes: A systematic review of empirical studies. Applied Sciences, 13(5), 3056.
  • Essel, H. B., Osei-Poku, M., & Asante, E. K. (2022). Chatbots as instructional tools in language classrooms: Teacher and student perceptions. Educational Studies, 48(6), 1035-1050. https://doi.org/10.1080/03055698.2021.1957769
  • Fauzi, F., Tuhuteru, L., Sampe, F., Ausat, A. M. A., & Hatta, H. R. (2023). Analysing the role of ChatGPT in improving student productivity in higher education. Journal on Education, 5(4), 14886 14891.
  • Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2023). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 1-15.
  • Fischer, T., & Yang, S. (2023). Enhancing writing skills with AI-based tools: A case study. Journal of Language Learning Technologies, 15(3), 67-89. https://doi.org/10.1177/1461444823123456
  • Fryer, L. K., & Carpenter, R. (2006). Student motivation and learning strategies in foreign language classrooms. Language Teaching Research, 10(1), 15-35. https://doi.org/10.1191/1362168806lr182oa
  • Gao, F., & Li, Y. (2023). Cultural awareness through digital tools: A critical perspective. International Journal of Intercultural Relations, 90, 123-138. https://doi.org/10.1016/j.ijintrel.2023.102859
  • Hwang, G.J., & Chang, C.Y. (2021): A review of opportunities and challenges of chatbots ın education. Interactive Learning Environments, 31(7) s.1-14.
  • İlter, B. G. (2014). Yabanci Dil Öğretiminde Yazma Becerisi Nasıl Geliştirilebilir?. Dil Dergisi, 163, 36-45
  • Jeon, H. (2022). Machine translation tools in the language classroom: Benefits and limitations. Journal of Educational Technology Systems, 51(1), 27-45. https://doi.org/10.1177/0047239521100103
  • Kandpal, V., Sharma, N., & Roy, P. (2022). Conversational AI in education: A new era of learning. Journal of Innovative Teaching, 13(1), 45-60. https://doi.org/10.1093/jinnov/jiac022
  • Kooli, C. (2023). Chatbots in education and research: A critical examination of ethical implications and solutions. Sustainability, 15(7), 5614.
  • Kumar, V., & Shah, P. (2023). Enhancing creativity through AI: A paradox? Journal of Educational Psychology, 115(2), 189-205. https://doi.org/10.1037/edu0000712
  • Lee, S. (2024). Motivational affordances of AI-based tools in language education. Applied Linguistics, 45(1), 1-23. https://doi.org/10.1093/applin/amab056
  • Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), 410.
  • Mercer, S. (2019). Teacher-student interaction and motivation in language learning. TESOL Quarterly, 53(4), 1008-1027. https://doi.org/10.1002/tesq.515
  • Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks.
  • Nunan, D. (2003). Practical english language teaching.
  • Özçelik, N., (2006). Analyse des difficultés de I`écrit chez les apprenants universitaires turcs, Doktora tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara
  • Özçelik, N., (2020). Yabancı Dil Öğretimi/Öğreniminde Yazma Becerisi Edinimi. Current Debates on Social Sciences 5 Human Studies (pp.84-92), Ankara: Bilgin Kültür Sanat Yayınları.
  • Othmane, M. (2024). Artifical Intelligence in Algerian Higher Education: A Critical Examination of Benefits and Risks for Students, Professors, and Institutions. Aleph, 11(5), 555-570.
  • Ökten, C. E. & Kavanoz, S. (2014). Yabancı Dil Olarak Türkçe Öğretimini Hedefleyen Ders Kitaplarında Kültür Aktarımı, Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic Volume, 9 (3), p. 845-862
  • Patton, M. Q. (1987). How to use qualitative methods in evaluation. Saint Paul.
  • Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative social work, 1(3), 261-283.
  • Pedro, F., Subosa, M., Rivas, A., & Valverde, P. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development. UNESCO.
  • Rosenthal, S. B., & Goldstein, L. H. (2023). The impact of AI tools on student motivation and confidence. Journal of Language Learning, 57(2), 125-140. https://doi.org/10.1111/lang.2023.5678
  • Rosenblatt, K. (2023). ChatGPT banned from New York City public schools’ devices and networks. NBC News.
  • Runco, M. A. (2022). Creativity and artificial intelligence: Challenges and opportunities. Journal of Creative Behavior, 56(3), 645-660. https://doi.org/10.1002/jocb.546
  • Sarıgül, K. (2022). Yabancı Dil Olarak Türkçe Öğretiminde ve Öğreniminde Kullanılabilecek Yapay Zekâ Uygulamaları. Türk Dili ve Kültür Araştırmaları, 104.
  • Serdaroğlu, İ. (2019). Fransızca öğretiminde öğrencilerin yazılı anlatım becerilerinde yaşadıkları sorunlar, Yüksek Lisans tezi, Marmara Üniversitesi, İstanbul.
  • Shin, J., Park, Y., & Kim, H. (2021). Enhancing user experience in educational apps. User Experience Journal, 9(3), 201-215.
  • Shoufan, A. (2023). Exploring Students’ Perceptions of CHATGPT: Thematic Analysis and Follow-Up Survey. IEEE Access.
  • Tang, K. Y., Chang, C. Y., ve Hwang, G. J. (2023). Trends in Artificial İntelligence-Supported E-Learning: A Systematic Review and Co-Citation Network Analysis (1998–2019). Interactive Learning Environments, 31(4), 2134-2152.
  • Vazquez Cano, E., Lopez Meneses, E., & Tejedor, F. J. (2021). Chatbots and educational innovation: A systematic review. Computers in Human Behavior, 125, 106942. https://doi.org/10.1016/j.chb.2021.106942
  • Zhang, K., & Aslan, A. B. (2021). AI technologies for education: Recent research & future directions. Computers and Education: Artificial Intelligence, 2, 100025.
  • Zhu, H., Li, Y., & Wu, C. (2022). Artificial intelligence in language education: Opportunities and challenges. Educational Technology Research and Development, 70(1), 25-45.
  • Zileli, E. N. (2023). Yabancı Dil Olarak Türkçe Öğreniminde Chatgpt Örneği. Uluslararası Karamanoğlu Mehmetbey Eğitim Araştırmaları Dergisi, 5(1), 42-51.
There are 51 citations in total.

Details

Primary Language Turkish
Subjects Language Acquisition
Journal Section Research Article
Authors

Kübra Zenginaloğlu 0000-0001-7831-506X

Nurten Özçelik 0000-0002-5743-7604

Early Pub Date March 30, 2025
Publication Date March 30, 2025
Submission Date January 15, 2025
Acceptance Date March 10, 2025
Published in Issue Year 2025 Volume: 13 Issue: 1

Cite

APA Zenginaloğlu, K., & Özçelik, N. (2025). Fransızca Yazma Becerisi ve Kültür Öğretiminde ChatGPT Kullanımı: Öğrenci Görüşleri. International Journal of Languages’ Education and Teaching, 13(1), 94-119. https://doi.org/10.71084/ijlet.1620923
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